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ERIC Number: ED029808
Record Type: RIE
Publication Date: 1969-Jan
Pages: 75
Abstractor: N/A
Reference Count: 0
The Relationship of School System Innovativeness to Selected Dimensions of Interpersonal Behavior in Eight School Systems. Report from the Models for Planned Educational Change Project. Technical Report No. 70.
Hilfiker, Leo R.
A study examined the relationship between school system innovativeness and selected dimensions of interpersonal behavior in eight Wisconsin school systems. A composite ranking of school system innovativeness was developed from three sources: the district superintendent, the professional staff of the system, and a State Department panel. Selected sections of an instrument designed by the Cooperative Project in Educational Development (COPED) were used to obtain data regarding nine interpersonal behavior (independent) variables related to professional staff perceptions of the principal, the school system interpersonal process norms, and professional staff meetings. Factor analysis, Kendall's Coefficient of Concordance, and Olds' rank order correlation were used in analyzing the data. Those variables that were significant (p .05), when taken collectively, suggested that school systems have a measurable social-psychological climate that can enhance or retard the potential for innovativeness. Implications are that changes of climate might be prompted by the utilization of self-diagnostic instruments, inservice training, and the inclusion of human relations courses in preparation programs for teachers and administrators. (Related literature, conclusions, and implications are discussed: copies of the measurement instruments and a 27-item bibliography are included.) (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Identifiers: Cooperative Project for Educational Development
Note: Report based on doctoral dissertation under supervision of Russell T. Gregg, Professor of Educational Administration